In a world where technology has become pervasive in our lives, the notion of IT integration in education practice is losing its significance. It is now more appropriate to discuss transforming pedagogy where technology is not considered a tool anymore but part of what we are. To advance this hypothesis an entrerprising, student-directed approach is proposed which embraces problem-solving as activity and computational thinking as knowledge development. In order to test its efficacy, a case-study of students developing a 3D virtual space for international collaboration is used to exemplify the transformational pedagogy. From observations of the enactment of heutagogical characteristics and computational thinking, it is argued that we can now teach and learn ‘in’ technology. This modality will come to dominate how technology operates ‘as’ our lives, and become central to what it means to know and learn.

Description:

This is the final draft, after peer-review, of a manuscript published in Pedagogies: An International Journal. The published version is available online at http://dx.doi.org/10.1080/1554480X.2016.1182437